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future learn - in progress

MOOCs 2015 * MOOCs 2016 * MOOCs 2017


MOOCS 2017

  • 2017.5 * Introduction to Engineering Mechanics - This course is an introduction to learning and applying the principles required to solve engineering mechanics problems. Concepts will be applied in this course from previous courses you have taken in basic math and physics. The course addresses the modeling and analysis of static equilibrium problems with an emphasis on real world engineering applications and problem solving.

"Diversity is being invited to the party; inclusion is being asked to dance." - Verna Myers

  • 2017.4 Education for All * Inclusive education is about addressing barriers to learning and participation and transforming school communities to allow them to really benefit from inclusion. * "Diversity is being invited to the party; inclusion is being asked to dance." - Verna Myers * #FLed4all * "Diversity is being invited to the party; inclusion is being asked to dance." - Verna Myers

  • 2017.2 Systems Thinking and Complexity UNESCO UNITWIN Complex Systems Digital Campus
  • 2017.2 * Rome

2017.1 - Designing Assessments to Measure Student Outcomes * Summarise the importance of validity, reliability, and fairness in building quality assessments. * pyramid - name describe explain compare suggest

  • v Regarding teaching and learning as a "system" gets at the concerns many of us have with "assessments". "Feedback" and making immediate adjustments to the system based on feedback are core concepts in systems design. Roger Weissberg of CASEL said, “Right now what would be most helpful would be a classroom focus on powerful learning and feedback systems for students and teachers.” There is so much emphasis on assessing and measuring that any feedback there is, isn't helping teachers and students right here and now where the learning should be happening.
  • developing humans - Roger Weissberg of CASEL said, “Right now what would be most helpful would be a classroom focus on powerful learning and feedback systems for students and teachers.”
  • v 1.8 Teaching teachers to use a course management system provides a unique opportunity for assessment. Initially, they work as students in a sample course with quizzes, assignments and asynchronous graded discussions. Then they develop a module for a course of their own starting with their learning objectives to demonstrate their technical and content knowledge.
  • Assessment for Learning (A4L) - Assessment for Learning: An international platform to support national learning assessment systems According to the Global Monitoring Report of UNESCO, 250 million children have not learned basic numeracy and literacy skills, even though half of them have spent at least four years in school. As a result, there is a shift in emphasis at the global level from access to education to access and learning symbolized by the Sustainable Development Goal 4: “Ensure inclusive and quality education for all and promote lifelong learning.”
  • v 1,6 The folks who are organizing the Global Learning xPrize start by assuming there aren't enough teachers and won't be any time soon. "The learning solutions developed by this prize will enable a child to learn autonomously. And, those created by the finalists will be open-sourced for all to access, iterate and share. This technology could be deployed around the world, bringing learning experiences to children otherwise thought unreachable, who do not have access to quality education, and supplementing the learning experiences of children who do." As we have seen with mobile phone adoption, it is possible (and desirable) to jump ahead to the next technology solution bypassing outdated, expensive, unscalable (copper wire land line telephone service) solutions.
  • local assessment - self-evaluation, context

2017.2 - Survey of Instructional Design (ID) Models seminar (30 January–3 February)

2017.1 - BEGIN ROBOTICS - nice online simulations for robot controls * 2 wheels *

2017.1 - Differentiated learning STEM

  • successes. eureka moments. questions, problems. * differentiation - task outcome intervention route
  • scaffolding * thinking organizers - mind map, venn diagram, fishbone * card sort * pyramid - name, describe, explain, compare, suggeet
  • 5.4 finger tiangles - got it. half - not really sure. finger - need help with this
  • v 3.6 If I have nothing else planned and students complete all the work, this is a great opportunity to have them do some online research such as find online resources that explain the material better, related activities, and/or TED talks about the subject.
  • v.. The grid provides a nice reminder to think about the "big picture" of a situation or learning experience, rather than just making notes about each cell in isolation.grid - successes. eureka moments. questions, problems.
  • v..What do you mean by "one activity"? Just wondering how broadly or narrowly you see this. What age and ability are in the class? How many in a class?
  • v..That will be hardest part - getting kids to take the initiative. So many kids today aren't curious, at least about anything related to school and education. I'm looking forward to any insight and suggestions for helping kids to start participating in any choices and decisions about their own learning.
  • Lev Vygotsky and ZPD Zone of Proximal Development - problem solving under adult guidance or in collaboration with more capable peers. “More Knowledgeable Other” (MKO) as anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept or process. MKO could be a peer, sibling, a younger person, or even a computer. The key to MKO is that they must have more knowledge about the topic being learned than the learner does. can raise the student’s competence through the ZPD.
  • Mihály Csíkszentmihályi and Flow - a task that has clear goals that require specific responses.
  • v..Although I don't remember the source, the quote "You only learn what you almost know" has been a great guide. It is pretty similar to Lev Vygotsky and ZPD. Interesting to consider that the MKO - More Knowledgeable Other could be a peer or a computer has significant implications for situations where there just aren't enough adults or teachers who are "more knowledgeable". Something to think about...
  • v.. For my online college courses, I start a new topic by having students provide 1-2 sentences about their current understanding of the topic. They post their responses to the class discussion. This helps me and it allows the students to gauge where they are relative to others in the class.


Girls Education course - Girls' Education Girls' Day School Trust = report

  • confidence, courage, composure and commitment. * Confidence: Girls are secure in their knowledge, and unwilling to take things for granted. Motivated by a spirit of enquiry, they seek to explore and evaluate ideas and arguments in a generous, critical and constructive way.
  • 3.7 legislators. Journey of thought. Must listen and contribute, build with what they add. Each kid startwith 3 blocks. Pass in block as their contribution gets added to the stack.
  • WWW (what went well) and potential changes which would make their work EBI (even better if). MRI my response to. Student says what they will do for EBI. SHould actually do something too. INT. I need to. Same as MRI.
  • 1.11 give and receive feedback * collaboration
  • 1.7 pedagogy, teachers frequently made reference to what girls needed and to the attitudes and characteristics of girls: the need for security, patience, consistency and fairness, “a clearly set out routine”, “a clear summary of the lesson and a coherent set of notes”, “to develop a trusting relationship with the teacher”, “encouragement to have a go and risk it”.
  • Interesting problem to try and frame up. Girls who have done very well in school and demonstrated academic excellence don't necessarily go on to excel at being "grown ups". How well does schooling prepare kids for real adult life? It certainly seems that academic excellence isn't necessarily adequate preparation. Most boys do enough to get by. As girls are more often better academically, this shows up more for them. It is really difficult to get straight A's in real life.
  • "Motivated by a spirit of enquiry, they seek to explore and evaluate ideas and arguments in a generous, critical and constructive way." This sums up an important learning objective. Getting kids to accept responsibility for their self-directed learning is significant challenge. They will do a great job on anything that is asked of them, especially if there are grades for that. We are working to foster a spirit of enquiry.

  • 2016 - Assessment for Learning in STEM Teaching National STEM Learning Centre #FLstemAfL - course map pdf * reflection grid - successes, eureka moments, questions, problems. * questioning. feedback. self & peer assessment. formative use of tests & quizzes. * self-assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. Where anyone is trying to learn, feedback about their efforts has three elements—the desired goal , the evidence about their present position , and some understanding of a way to close the gap between the two (Sadler, 1989). All three must to a degree be understood by anyone before they can take action to improve their learning
  • 2016 - Designing the Future RMIT University. #FLdesignfutures Learn contemporary design approaches that you can use to work through problems in the world around you. - "dark matter" context of the "problem" - for timber houses with fire-resistent material, had to get the 1900s building code changed * I live in Florida and "work" in California teaching college courses online. To me, designing the future is about using technology to support learning for millions of kids who don't have access to formal education facilitated by "teachers".


Managing Behaviour for Learning * Maintain discipline and transform your classroom with one of three courses for teachers from the National STEM Learning Centre. *

  • 11 October 2016 - Week 3: Intelligent use of recognition to motivate students
  • successes * eureka moments * problems * questions
  • most +v - interesting activities, support, guidance/ not teaching * least effective - lecturing, tell only * most -ve - yelling, long lecturing, threats, berating
  • even the most challenging behaviour can be managed with flair if the teacher’s response is ritualised, safe and emotionless, with a flash of positive reinforcement at the right moment. * what it really is - a young person testing the boundaries, trying to provoke an adult or trying to relieve the boredom of the day * The aim is to leave students feeling responsible for their behaviour * although others may respond to his behaviour with hostility, you are playing a longer game * students need to realise that their behaviour is their choice and that the consequences of that behaviour is their choice also


“If students leave school less curious than when they started, we have failed them.” -- Innovator’s Mindset. George Couros

  • week 2 * examples of innovation - new and better SAMR technology, supporting and facilitating learning, learner-directed * Critical Questions for Educators - curiosity, questions * personal innovative mindset - problem-finder. networked - who to call, where to look, how to find. creator, doer, action. resilient - find another way forward
  • week 1 * What is the purpose of education? learning literacy * Is innovation necessary in education? of course! * How are you embracing change to spur innovation in your own context? online learning for me and students - read, research, explore, connect, experiment, incorporate, evaluate, discard, replace, revise, improve
  • Zappar Powered STEM Learning Using Augmented Reality
  • A Preview Course on Collaborative Knowledge Services CN-2067-COLLABORATIVE-KNOWLEDGE-SERVICES * storytelling - BBQ sauce * title, short context. environment * what's the problem, tension, possible solutions considered, consequences, outcome *

differentiation for learning stem

Differentiating for Learning in STEM Teaching

  • four different categories for how we can plan to differentiate for learning. These are by Task -- how we allow appropriate access to the learning for the students. Outcome -- how students communicate their learning. Intervention -- the roles undertaken by the teacher and others during the learning. * Blooms, SOLO. Hinge point question HPQ. KWLH - know,want, learn how. * Task - How we allow appropriate access to the learning for the students. Outcome - How students communicate their learning. * Intervention - The roles undertaken by the teacher and others’ during the learning. * Route - Allowing students different journeys through the learning.

Works well in groups Can talk about their own learning Checks in with peers to see how well they are doing Makes connections between different ideas Knows when to ask for help Asks the teacher which task they should start on Completes all the tasks Selects activities they feel will be a slight challenge Recognises which activities they can easily complete Knows when the process needs more practice Willing to attempt an activity even when a little unsure

PACE - practice apply correct extend

  • html * practice - try this ... examples in text and references. * apply. demo use in code. * apply - Show in something more than just code - options, attributes. * correct - Talk about what doesn't work, didn't make any difference. * extend - Beyond basic code to do something interesting, special need for personal application, challenge, puzzle.
  • Reflection. Successes. Problems. Eureka moments. Questions
  • Task. Pot come. Intervention. Route.

  • 2016 - Mobile Application Experiences Part 1: From a Domain to an App Idea - Learn how to create your own mobile app using HCI principles. Human Computer Interaction (HCI) methods to understand current behavior in a domain and identify opportunities for novel apps to meet gaps in current offerings. At the end of this series of courses, you will have designed, developed, and deployed your own app. * 21W.789.1x: Mobile Application Experiences Part 1: From a Domain to an App Idea * 21W.789.2x: Mobile Application Experiences Part 2: Mobile App Design * 21W.789.3x: Mobile Application Experiences Part 3: Building Mobile Apps * 21W.789.4x: Mobile Application Experiences Part 4: Understanding Usem* 21w.789.5x: Mobile Application Experiences Part 5: Reporting Research Findings

MOOCs 2015


  • Making Learning Connected (#CLMOOC) - June 13–August 1, 2014 - a collaborative, knowledge-building and sharing experience through Educator Innovator open to anyone interested in making, playing, and learning together about the educational framework known as Connected Learning. CLMOOC Team * Memes video - wtf moments > inquiry

  • OCL4Ed Open content licensing for educators vt - David Wiley < 5Rs of Openness * Retain – the right to make, own, and control copies of the content * Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video) * Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)* Remix – the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup) * Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)

  • Developing world MOOCs – A workshop on MOOCs in Africa - 17 June – 27 June 2014 - e/merge Africa: Developing World MOOCs * 2014.06.23 - meeting recording. suggested creation, offering, what mooc provides, fills. 1. rock star moocs - teaching showcase. 2. gateway skills - pre-entry, learning literacies, guidance, undergrad pathways. 3. postgrade - research methods, academic writing. 4. professional - career, vocational ed, continuing ed, professional org partners. 5. research - specialized general interest, for leisure learners, masters, doctoral programs. other forms - wrapped moc - mooc offered elsewhere, local tutor support, spoc - small private open course - MIT, moc - massive online, not open. * next - 5 categories work? wrapped mooc? completion rate? drop-out? credibility? cost to institution / learner - time & money? bandwidth requirement to learner? purpose / cost value? reuse / remix / redistribution?

  • create5 * 5 Habits of Highly Creative Teachers - 5 Habits of Highly Creative Teachers * canvas course * a) ramp up your curiosity habit - formulate questions, lines of inquiry, awareness - what am I curious about or not, look into ought to know this * b) what you can do/do differently that can empower others to be curious - curiosity assessment, kids - ask, watch others, talk with others about specifics, follow mooc for ideas * fail - interview * surprised by the comments about fear of failure - much more common than I realized * "failure" - knee-jerk reaction from people who have never "failed" * Mindset video - good overview of how people can get so hung up on failure, much more likely to lie about low scores because they don't know how to deal with failure * reflection - yes, and... from improve - didn't know that.

  • Digital Literacies II - week 4 - Learn about QR codes and investigate ways to used them in teaching and learning scenarios. Understand the basic features of digital cameras. Review basic concepts of digital photography such as lighting, composition, night photography, motion capture, etc... Learn the basic features of Google Maps and how to use them in classrooms. Understand how to use and create custom maps. Review the features of Google Earth and Google Literature Trips.. week 3 - Develop or deepen your understanding of the Google Drive productivity suite. Create a functioning, public form to be completed by users. Explore various mobile learning applications. Learn about software-based and web-based nonlinear presentation systems. Create a nonlinear presentation slide deck
  • #OSSEMOOC is about connecting educators and helping to build technology capacity, connected leadership and professional learning networks.


  • Project Management - Canvas > Udemy

  • Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core! - Stanford

K-8 mini-mooc


  • kids in several grades working together in small, multiple grade groups
  • some explicit learning outcomes, deliverables - required progress steps, status reporting
  • learn from other groups, outside sources ? requirements

MOOCs - scope, definition

  • learning literacies < Web Literacies - Exploring, Building, Connecting
  • delivery - massive, online, open, guided learner-directed - tools, guidance, connections, coordination
  • recognition ? credit, assessment, evaluation
  • Web Literacies - Exploring, Building, Connecting - map of competencies and skills that are important when getting better at reading, writing and participating on the web. more...

  • action map - goal, action, practice activity, information for activity


MOOC-Makers Kit

Q: xMOOC or cMOOC - audience, subject, learning outcomes. support - tools, platform.

  • - average completion rate of just 7 percent. By and large the material is no more compelling than a textbook, and certificates of completion aside, there’s no reward for finishing the class. Interaction between teachers and students in MOOCs is so minimal. Stephen Downes and George Siemens, a pair of Canadian academics, developed the MOOC in 2008 as a proof of concept of their connectivist theory of education. Drawing from neuroscience and computer networking, connectivism postulates that knowledge is distributed across human and nonhuman nodes in a network. Downes and Siemens argue that in the 21st century, education is the ability to navigate this network, link disparate fields, and contribute to the understanding of other people. MOOC developers should be designing platforms that work for traditional scholarly fields and the new skills of the global economy. ongoing discussion that encourages participants to share what they know with one another, rather than perform for some distant grader. making a space for engaged education that rewards helping others as a prelude to learning,

2013.09.25 - canvas, big blue button, youtube live free 100 people in channel ? 1000 participants 400 live/5000

  • twitter for chat

Hybrid * Hybrid - add mobile to our middles school program utilizing a blended learning format and learn how this group performs. Colorado Mountain College

  • enhancing learning report summary - different technologies can improve learning by augmenting and connecting proven learning activities. Teachers may require additional training that enables them to use technologies in new ways. technological innovation aimed at supporting Learning through Assessment – which can be a powerful aid to teaching and learning. areas where technology is currently undervalued and underused. ** We found relatively little technological innovation in some of the more effective learning themes we considered in Chapter 2.
  • 2012.11.19

Lots of questions. Do the kids have personal smartphones? Is this BYOT (Bring Your Own Technology or is there money to buy / rent / maintain mobile technology? What do you need to get buy-in from the administration? What do the intervention teachers know about mobile technology? Is this all taking place at school? Is there wifi to access YouTube, Khan Academy videos at school? Are you adopting Common Core standards?

I looked around the Colorado Mountain College. Nice program. Are there students who are available and interested in working on this project? Is that an objective - to provide a mobile development project?

We are using Edmodo as the "wrapper" for most of what we are working on - notices, lists of assignments, some quizzes. The teachers are using iPhones more than the kids, but this could change. There are some classroom computers and kids prefer to use them for browsing and other web-based activities.

There are concerns about putting applications onto personal phones, even with parent permission and school paying any costs. For school-owned mobile devices, there are concerns about keeping them in sync and dealing with any applications that the kids install.

And that's before talking about any teaching and learning. ;o)


Designing a New Learning Environment

  • team project - Hybrid - add mobile to our middles school program utilizing a blended learning format and learn how this group performs. Colorado Mountain College

Week 6: Journal Article Response - Article Review - Action Research Approach on Mobile Learning Design for Underserved - What is the title of the article, author of the article, and the name of the journal where the article was published - What are the 3 most interesting or surprising things you learned? - How what you read can be applied to the design or implementation of educational environments or tools?

  • Mobile innovations, executive functions, and educational developments in conflict zones: a case study from Palestine. Elizabeth Buckner, Paul Kim. 2011. - increasingly important skills for today and tomorrow’s youth are problem solving, strategic planning, creativity, and critical reasoning. The need for a major curriculum renewal is perhaps most pressing in many developing nations. a ‘‘hidden curriculum’’ or a ‘‘a pedagogy of the oppressed,’’ which encourages following directions and memorizing information, rather than posing and

solving questions.

  • Socioeconomic strata, mobile technology, and education: a comparative analysis. Paul Kim, et al. 2010. - Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. mobile technologies have great potential to contribute in education - easy to access, promotes autonomous learning, motivates students to learn, encourages student collaboration and communication, and supports inquiry based instructional activities.
  • Action research approach on mobile learning design for the underserved. Paul H. Kim 2008 - cyclical action model with four distinctive stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved in the study to design, test, and enhance a mobile learning model. six guiding investigative criteria (Situation Specificity, Cultural Sensitivity, Practical Usability, Theoretical Applicability, Economical Scalability, and Viable Sustainability). This framework was adopted from a literacy development mobile learning concept named ‘‘PocketSchool’’ (Kim et al. 2008). learning content - personalize, localize, use / level tracking > presentation sequence.

Week 5, Video 1: Learning Technology Design Principles II - Every student knows something. Nobody knows everything. No one can do everything alone. Program Cohesion, Generating Learnable Moments, Self-regulated Learning

Assignment 4 - Learning Classification Chart using Bloom's Taxonomy with Edmodo

  • Remember - Edmodo quiz Fill in the Blanks - the context is provided to retrieve relevant knowledge
  • Understand - Edmodo quiz Multiple Choice - check ability to construct meaning by selecting "best" choice
  • Apply - Edmodo post - contribute link to resources that demonstrate application of information
  • Analyse - Edmodo quiz Short Answer - respond to prompt to break material into constituent parts and show how parts relate
  • Evaluate - Edmodo quiz True/False - make judgement based on criteria
  • Create - Edmodo assignment - create an Edmodo quiz question

Week 4: Technology, Content, Pedagogy, & Value, AND Learning Technology Design Principles Part I

Assignment 3 - Prescription for a Learning Problem - Lack of motivation [1]

Week 3 Assignment 2 - Needs analysis

  • questions around an education ecosystem - Describe the learners, the learning needs, the ecosystem, infrastructure and resource factors that influence implementation, and any existing learning program (if applicable)
  • Learning topics (1 point)
  • Learning objectives (1 point)
  • Students/trainees/audience
  • Environmental context/learning conditions (2 points)
  • Implementation factors (2 points)

Working with the local Middle school 7th grade science teacher, there is an opportunity to introduce smartphones as an optional activity in these classes, to provide some differentiation for general science students as well as advanced students.

The teacher is using a Layered curriculum for each module. Each modules is approximately 2 weeks, with a pre-test, C, B, A activities, deliverables, and post-test. Within the classroom, there are shared computers with limited internet access and filtering, lab equipment, printed worksheets, textbooks. The textbook adoption includes learner and teacher access to a comprehensive online resource for re-teaching and enrichment. There is no assigned homework, and there is prescribed grading, prescribed lessons by week, state standards and tests.

To add the option for learners to use their smartphones to complete some of the activities, the learners require some direction in the form of "paths" - a framework for learner selection from range of options, to provide equivalence and coverage. The Step-down resources or activities cover what the learner needs to know to understand this segment. The Step-up resources or activities provide opportunities to learn more...

The local school district is supporting teachers interested in getting to handheld learning by providing technology support for learners and teachers. Many kids have smartphones, and using them can extend learning beyond classroom, bring personal technology into classroom, promote self-directed learning, as well as cultivate curiosity and critical thinking.

  • Network of strings / nodes / networks of OERs - models - Yelp user input. Pandora, Amazon recommendations based on patterns.
  • representation / display - start here, need to know to begin, more / less depth / complexity.

Week 2 Assignment 1

  • Find 3 interesting learning environments or education technologies, and explain 3 positive aspects and 3 negative aspects for each - Edmodo, Moodle, create/ pre-made mobile lessons - Florida ?, Learning Genome
  • Edmodo - free, institutional available, training - teachers, students, sample activities, support community, basic functionality, mobile app access. limited advanced / rich functionality, administration coordination / standardization, open content
  • Moodle - broad functionality, robust, training, documentation, supports inclusion of external content, free app, support community, hosting services available. mobile limited, limited collaboration on shared OER repository
  • Learning Genome Project - personalized learning environment, teacher / parent / guide can suggest specific resources, crowd-sourced creation of repository of educational resources. proposed, development will depend on raising funding. update 2012.10.29 - ? learner's pln / documentation ? self-assessment / feedback ? evidence of mastery = creation
  • CPALMS - resource center - lessons, activities, assessments, standards, peer reviewed, searchable, some online interactive. not learner-centered, specific to Florida state standards
  • University of Wolverhampton Professor John Traxler discusses mobile learning and education in a technologically-agile and responsive society, and USC Professor Guilbert Hentschke shares his perspectives and vision of technology as a vehicle to expand access to education.

team projects

Crash course in creativity


CFHE12 Current/Future State of Higher Education

  • Digital Literacies 101 – What MOOCs Really Teach messy, distributed, traceable, remixable, quantified literacies of the digital age. mass hands-on participation within networked learning environments – where a peer may play as profound a role as a professor and that’s part of the system. it’s possible to be a student and still be self-directed

  • Principles of good formative assessment and feedback 1. Help clarify what good performance is (goals, criteria, standards). 2. Encourage ‘time and effort’ on challenging learning tasks. 3. Deliver high quality feedback information that helps learners self-correct. 4. Provide opportunities to act on feedback (to close any gap between current and desired performance) 5. Ensure that summative assessment has a positive impact on learning? 6. Encourage interaction and dialogue around learning (peer and teacher-student. 7. Facilitate the development of self-assessment and reflection in learning. 8. Give choice in the topic, method, criteria, weighting or timing of assessments. 9. Involve students in decision-making about assessment policy and practice. 10. Support the development of learning communities 11. Encourage positive motivational beliefs and self-esteem. 12. Provide information to teachers that can be used to help shape the teaching

  • learners may engage more effectively by finding their own resources to share and then seeing how others respond. That’s what keeps Twitter ticking over for many academics, after all. ... what if participants had all introduced themselves by linking to a locally relevant reading that speaks to the way in which higher education is changing (or not) right where they are? Curating these in a wiki or social bookmarking system would have created an instant bibliography of the most up to date higher education research and commentary sorted on a country-by-country basis. [3]
  • MOOCs as a classroom (MOOCl) / place for teaching and learning everywhere, especially using cell phones. Outreach to population who need this?? - interesting reference to OERs and online courses - been there and done that 10 years ago with Sofia project. The Massive is new as is the facilitation for personal learning which will be challenging to get needy learners to know about.
  • using gRSShopper! The daily emails are wonderful - exactly what works for me.
  • There have been some references to MOOCs to help alleviate the lack of access to teachers in developing areas where poverty and lack of education severely limit any hope of improvement in the present conditions.


MobiMOOC Sept 2012

  • overall, some good interesting information. Unfortunately, I didn't find a way to follow the progress in a way that works for me. Several different threads that were difficult to follow through the wikispaces entries and Google group. Did find some links and a couple of videos / sessions that were interesting. Seemed to be a lot about academic research and what might become useful frameworks and practice but have to wait for 10-12 months before any of that would be available to practicing educators. Some other projects were being proposed but they had equally long lead times. Nice for them but frustrating for folks who are working with students who could benefit from using the technology right now!
  • mlearning - personal definition - Learning - pocket-size, unique interaction needs / access / display / capture / reflect - me, here, now + everyone, everything, anywhere, anytime - informal, emergent, context * k-8 - learner-centered discovery, facilitated / directed / differentiated - new ways to personalize and expand options / offering * mobile learning where students and teachers can move seamlessly between devices, technology and mediums whilst learning is essential [4]
  • theory - 5 moments of need, individual/social, distance. Koole FRAME model - people, devices, social. Quinn 4Cs - content, compute, capture, communicate. start small, practice, keep improving - iteration. translate / old with new technology - new methods / transformative. small discrete nuggets of learning - separate, multiple access, tool, collaboration. HTML5. ebooks as reference. implementation - not device dependent. can't be solved just with info on phone - integrate activities. don't try to control everything - learners will contribute, support, lots of evolution, new ideas. content & apps - separate, flexibility, resilience. frameworks, packages - app and content packages ecosystem. usability, pedagogy, mobile web design.
    1. use mobile to do stuff 2. let the learners help 3. all about context (learner centered) 4. allow space to iterate (plan for agile 5. one size does not fit all
    context - moment of need, activity. weaving into existing. providing blocking for students' phones if parents wish. quality of teaching by connecting teachers through phone use and sharing - phones as mini computers. sms - more difficult to use extensively. MXit web based messages, cost can be a problem/different. personal - relevant, specific area of need. video explanations popular, app is a shell. eg. disaster relief. geaff stead

5 core elements: • 1. Define the goal of the mLearning project? What needs does it address? 2. Get all the stakeholders involved. 3. What are your planned learner dynamics. 4. What is the (mobile) infrastructure like in the target area you will be rolling out your project? 5. Who is your target audience? What is the mobile situation for your target audience?

Knowing the above steps, you can get more practical: • 6. Could security be an issue? Sensitive information/location 7. What will be the core devices you will cater for? BYOD or not? 8. How will you design the content? Authoring tools or programming or social media or text? 9. What are your strategies your mobile content delivery ? 10. What is a mLearning content user allowed to do? 11. What will be your user policies?

More elaborate: [5]


CEM Starter Kit (which is timeless--, send them a link to your favorite kick-off ( or closing ( session (the kickoff sessions, in particular, contain links to a wealth of supporting materials), encourage them to join the CE Book Club (,

  • 2012.06 - Teaching online Jun 2012 - Nellie Intro video

OCL4Ed12-06 Open Content Licensing for Educators

May - June 2012

  • Monday, 18 June 2012 - Stephen Downes, Desmond Tutu, survey, open source, resources, sharing, remix, redistribution, digital freedom, David Wiley, Creative Commons
  • Thursday, 17 May 2012 Are PDFs open educational resources? I am noticing that many so-called open resources are available online in PDF format - 350 pages! How do they fit the model for reuse, redistribute? Are these PDFs really open educational resources?
  • Wednesday, 16 May 2012 : I have recently moved to Daytona FL from Silicon Valley CA. I have been teaching online courses at DeAnza College for more than 10 years, using Moodle for much of that. I have an MS Ed in Online Teaching and Learning from CSU - completed online. Graduation was the first in-person meeting for most of the 30 graduates and faculty. I facilitate professional development workshops on using technology to support learning. I have been an active participant and contributor to Open Textbooks and WikiEducator. I'm looking forward to getting to know folks in Florida who share similar interests and challenges.
    * * My name is Caroline Reed. I am the Interim Director of Public Services at New College of Florida, a small, liberal arts college that is part of the larger University System in Florida (USA). I enrolled to learn more about copyright and creative commons issues as well as resources that are out there. Looking forward to picking up information from colleagues in this course.
    * * Hello, I'm Natalie Rector, and I'm a librarian at New College of Florida in Sarasota, FL USA. I'm interested in emerging trends and technologies and open source education is very much an emerging trend that I believe will only expand in the future. In this vein, I'm interested in learning how LMS systems work, and how the academic library can enhance their services through open source education. Thank you.

  • Wednesday, 16 May 2012 : Hi Robyn. I'm helping out at a new K-8 technology school in Florida in the US. The kids are 5 - 14 years. There is a lot of interest in using open resources and technology in teaching and learning. Many others in this course are focused on higher education and high school. Sounds like we have similar interests and challenges with younger learners.
    * * Hi, my name is Robyn and I am currently working in Adelaide, South Australia, at Open Access College. This is a government R-12 school teaching students in other locations. My role is working with staff to use/develop interactive, digital learning opportunities/tasks/objects for students who range in age from 5years old to adult, across all learning areas. I am looking forward to meeting many like minded people and learning about, and finding solutions to, the sharing and copyright issues we face.

  • Wednesday, 16 May 2012 : Good to hear from you. It will be great to work together on OER. You can find our materials on COL's website through the link below: We are still working on Geography, but completed Physical Science, Life Science, Entrepreneurship and English at Gr10 level. We are in the process to develop a learning portal to host the lessons. It should be available to learners and tutors from July 2012.
    * * I read your introduction - We developed OERs in 4 subjects at junior secondary school level and still busy with 5th subject. I am working on similar projects with a school in Florida in the US. We would be very interested in collaborating with you. Are your subjects available for us to see? What are you working on now? What are some areas or projects where we might work together?
    * * Hi, My name is Jan Nitschke. I am working at the Namibian College of Open Learning as Deputy Director for Programmes and Materials Development. The development of OERs is the responsibility of my division. Our institution took part in the COL OER project for open schools in small states. We developed OERs in 4 subjects at junior secondary school level and still busy with 5th subject. I am interested to learn more about OERs and how our institution can make a contribution.




  • “Training is for pigeons" - The Subordination of Teaching to Learning - lots of great links - need to read more...
  • Gattegno suggests that learning takes place in four stages which can be described in terms of awareness. 1. a single act of awareness: the realisation that there is something new to be explored. As long as I am unaware that there is something to be known, I cannot start to learn. 2. as I start to learn, I have to explore the situation in order to understand it. 3. transitional stage. At the beginning, I am able to do what I want if I pay attention at each instant. At the end of this stage I no longer need to pay attention: the new skill has become completely automatic and because it is automatic, I am free to give my attention to learning other things. 4. transfer. For the rest of my life, what I have learnt can be used for all the new skills I may wish to acquire.

Yes, but... vtaylor, February 9, 2011 Actually, I am starting to really like this new way of learning, connecting, distributing, whatever... It has been a bit chaotic to start but that's ok. That's what I'm here for.
I was finding the Moodle threads too dense content-wise as they seemed to attract the academic folks. Individual blog posts are great, and now they are gathered up in the daily newsletter, that helps a lot. I have been pleasantly surprised to find much to like about the Tweets now that they too are corralled into the newsletter. And this linear blog is working, but then I have always had a preference for one long page with lots of headings, clean layout and white space.
I'm more of a feet-on-the-street practitioner - community college, high school academy-within-a-school. So this new "structure" works better for me and those I will be encouraging to come on board with CCK.

  • How does Connectivism deal with unlearning knowledge?
  • Castañeda, Soto Building Personal Learning Environments by using and mixing ICT tools in a professional way - use ICT tools for learning, even if they actually do. They value, useful tools which help them to plan their tasks, save time, simplify complicated tasks and, definitively, have fun; but also they specially value the ICT tools they discovered, seeing opportunities for Independency, collaboration, self importance in the learning process. The vast majority of students have a basic perception of their PLE. Few of them don’t relate tools with themselves but with their tasks, and only some of them go one step further by establishing more complex relationships between tools, contents, tasks and themselves enriching each other.
  • Siemens - How does learning occur? What factors influence learning? What is the role of memory? How does transfer occur? What types of learning are best explained by this theory?
  • Downes - What Connectivism Is Not - four elements of the semantic condition (diversity, autonomy, openness, connectedness)
  • --Valerie Taylor 16:38, 18 January 2011 (UTC) I'm working with community college instructors building personal learning networks. As a WikiEducator Community Council member, I am actively advocating universal access to science and engineering education. I'm looking forward to learning more about connecting and knowing.
  • Cynthia (in comment) - Why don’t people share?, you ask. Several reasons. Fear as you mentioned, but that fear has to be overcome by looking at the advantages and benefits that result with sharing – i.e. finding and collaborating with others, like yourself, that are not hesitant to share and have loads to offer.

Change 2011

How this Course Works - the process is actually Aggregate - Remix - Repurpose - Feed Forward

  • self-service learning - needs support, direction, guidance, path - don't know what you don't know

Seven C's

  • Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important.
  • Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need.
  • Crash: our commitment means we make mistakes, and learn from them.
  • Create: we design, we build, we are active in our learning.
  • Copy: we mimic others, looking to their performances for guidance.
  • Converse: we talk with others. We ask questions, offer opinions, debate positions.
  • Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.

other ideas, areas of interest

  • k-12, mobile, scitech, toys/games, assessment - connections, examples, application

EC&I 831: Social Media & Open Education

  • diff - final project

Differentiating Instruction

This course is for K-12 classroom teachers who want to learn strategies for differentiating instruction to better meet the needs of all learners.

Participants in this course will be introduced to learning theory related to learning styles and multiple intelligences, as well as web-based resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences.

I volunteer at a local school here in Florida that has an Information Technology program withing the school. Students in the program work in teams on "challenges" - problem-based learning, integrated lessons so they get English, Spanish, Math and Science grades for subject-specific work in the project. The students are really engaged and learn a lot more than the core curriculum.

These students are also require to take standard tests. Time is set aside for the couple of weeks immediately before the testing to prepare for the kinds of questions and content that is being tested. Although this is a relatively new program, it is working well. Students in the program do better than the general school population on the standard tests. Even those students who were in the lower percentiles before entering the program, are demonstrating considerable improvement.

By and large, the girls in the program benefit more from the program. The complexity and real-world integration of many curriculum strands appeals to girls. They are surprised to discover the connections between subjects when presented with problems this way and have less difficulty mastering difficult, complex material in context. The amount of time students willingly put into these challenges is astonishing and gratifying.

Do you have the opportunity to introduce projects and integrated assignments while covering the required curriculum?

Writing and common core

The Common Core State Standards suggest that writing must live across all disciplines. Let's explore that idea.

The Common Core State Standards suggest that writing must live across all disciplines. This course is an exploration of what that might look like. Through conversation, reading, and writing together, participants in this course, developed in partnership with the National Writing Project, will explore what it means to write deeply across the disciplines as a way of learning, as well as what it might mean to ask students to write for a discipline.


iaep - it's an education project

Massive Open Online Class (MOOC) on “Online Learning Today...and Tomorrow.” It will continue through August 19. It is totally open, free, and collaborative. It can be totally asynchronous, or those attending can join in weekly panel discussions with experts in various aspects of the topic. This is an active and growing resource and networking center on the topic of "Online Learning Today, and Tomorrow." You will have the opportunity to meet many people around the world who share your interest in this topic.


A eduMOOC is a big network of players, if we engage we will feel part of something big, and the community is very global, and it is a project.....the eduMOOC is sounding more and more like a game!! -Norman

  • How early can online learning be used with kids? How autonomous can they be at what stage? What kind of support do they need? At start up? Ongoing tutoring? Assessment?
  • Can kids participate in MOOCs? How would that work? Would it be different than the examples such as CCK or eduMOOC? Are there any special age- or grade- development specific requirements to be considered?
  • Assuming it is possible and/or practical to facilitate a MOOC for kids, what would it look like? How would it work?

Previous thinking - online learning and the need for "guide on the side" functionality

  • learner - personal learning objectives, may be influenced by accreditation or certification requirements
  • learning objects - resources, usually online but could be anything including dead trees, stone tablets, cave paintings
  • agents - track learner's progress, match appropriate learning object sequences based on personal preference, interests, development sequence, progress, objectives and desired/required outcomes
  • guides - subject matter experts, instructional designers, curriculum specialists, reviewers, cataloger, curators, librarians, collaborators, community, network


  • unit - page, image, video, podcast
  • collection - theme, connection [eg. repository, directory, library, bibliography, references, resources, catalog]
  • sequence - linear progression, structure / framework - building on prior knowledge / work [eg. lesson, textbook, course]

iaep - it's an education project

  • Sugar Labs Replacing Textbooks project - Booki for authoring / publishing, delicious catalog, XO teacher training
  • case studies, models, framework - book sprints, MOOC, short intense collaboration
  • development - collaborators, work plan, reporting / updates, evaluation
  • resources - catalog, booki
  • curation / assessment
  • promotion, feedback

  • Online Learning Today
  • What the Research Tells Us
  • Online Technologies Today and Tomorrow
  • Online Learning Apps and Mobile Learning
  • Public, Private & Open - Online Learning
  • Personal Online Learning Networks
  • Collaboratives, Collectives and Clouds
  • Online Learning Tomorrow 2011-2021


  • Designing OERu Credentials: Aug 29-Sept 13, 2011 - Thompson Rivers University (TRU) - prior learning - some interesting comments, academic, where to start offering - subject areas

earliest MOOCs - I was there

  • CCK08 (2008), PLENK2010 (2010), MobiMOOC (2011), EduMOOC (2011), Change11 (2011/12), DS106 (2011/2012) and LAK12 (2012). They represent an emerging methodology of online teaching. Their structure was inspired by the philosophy of connectivism and the implementation requires conceptual changes in perspective from both “facilitators” (tutors) and learners. They all share being multispaced courses where the learner's blogs and personal spaces define much of the learning.